2010 Outstanding AFCPE® Conference Paper: Gender Differences in Financial Socialization and Willingness to Take Financial Risks

Social learning and gender role theories were used as a basis for exploring gender differences in financial socialization as they relate to financial risk-taking. A stratified random sampling technique was used to conduct a web-based survey of 15,797 students from 15 universities across the United S...

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Bibliographic Details
Published in:Financial counseling and planning 2010-07, Vol.21 (2), p.60
Main Authors: Garrison, Selena T, Gutter, Michael S
Format: Article
Language:English
Subjects:
Attitudes
College students
Consumer behavior
Families & family life
Gender differences
Knowledge
Learning
Learning Processes
Learning Theories
Life expectancy
Males
Parents & parenting
Regression analysis
Risk assessment
Socialization
Studies
Women
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Summary:Social learning and gender role theories were used as a basis for exploring gender differences in financial socialization as they relate to financial risk-taking. A stratified random sampling technique was used to conduct a web-based survey of 15,797 students from 15 universities across the United States. A significant gender difference in willingness to take financial risks exists among college students, with males being more likely than females to choose higher levels of financial risk. In addition, a significant gender difference in financial social learning opportunities is present, with females having higher exposure to financial social learning opportunities across four dimensions (discussions with parents, discussions with peers, observations of parents' financial behaviors, and observations of peers' financial behaviors). Significant differences are also found for the relationship of social learning opportunities on willingness to take risks by gender, but only at the discussion levels of financial socialization. Understanding the relationships between gender, financial socialization, and willingness to take financial risks can help improve the efforts of parents, practitioners, and researchers. [PUBLICATION ABSTRACT]
ISSN:1052-3073